lean years, but the new director felt that money spent on education would more than repay itself. Tate felt too that well-educated and capable men and women could not be attracted to an ill-paid profession with little prospect of promotion. He set out to do away with pupil-teachers, to improve the training of teachers, to obtain better pay for them, to encourage school committees, and to suggest to each community that the local state school was not merely a state school—it was their school. New methods of instruction were brought in, the chief object being the development of a child's mind instead of merely cramming it with facts. Tate felt too that secondary and technical education was being neglected and in June 1904 presented a report on "Some Aspects of Education in New Zealand" in which he showed how far behind Victoria was lagging in this field. In 1905 a bill was introduced in the Victorian parliament for the registration of teachers and schools not administered by the education department. This was passed and had much effect in raising the qualifications and status of secondary school teachers. When it was determined that Tate should attend the conference on education held in London in May 1907 he took the opportunity of making a special study of these problems in Europe and the United States of America. Soon after his return he published a "Preliminary Report upon Observations made during an Official Visit to Europe and America" (1908). In this report he showed that a "ladder of education" was required. Primary schools formed a necessary basis, but on these must be imposed higher elementary schools, secondary schools and agricultural high schools, all leading on to the university or agricultural college. Technical colleges for young people engaged in industry must also be much more encouraged. In a striking diagram he showed that of the money spent by the state of Victoria on education 93.1% was for primary education and less than one per cent for secondary education. In another diagram he demonstrated that New Zealand, whose population was 20% less than that of Victoria, was spending three times as much on technical education and over ten times as much on secondary education. Tate persisted in his fight for a better state of things and gradually imposed his views on parliament. In the education act of 1910 which Tate drafted, provision was made for